Drawing on two surveys conducted before and after the 2014 Umbrella Movement, this paper discusses the dynamics of how Hong Kong (HK) university students constructed their own ideals of citizenship. The former survey reveals that HK university students’ ideas about citizenship were mainly associated with their visceral sense of HK belonging. They aspired to social movements as a site for learning and exercising citizenship. However, the findings of the later survey show that students’ sense of HK pride, identity, attachment, and interest in voting were in decline. Such changes were partially due to their feeling of political exclusion and disappointment, and partially due to their unpreparedness to make informed decisions or judgement in the contested political sphere. I argue that students’ experiences mirrored unresolved problems in HK politics and citizenship education, and have implications for the civic role of HK higher education alongside the global wave of youth activism. Copyirght © 2019 British Association for International and Comparative Education.

This study explores two novice nontraditional teacher educators' identity (re)construction in different universities in Hong Kong. Drawing on data from in-depth interviews, field observation, and informal communication, the findings demonstrate how the two novice teacher educators, without formal school teaching experience, underwent different identity change trajectories (i.e., from identity conflicts to identity deficits and vice versa), influenced by their personal beliefs and aspirations as well as contextual demands in higher education. The findings provide insights into the under-researched area of nontraditional teacher educators' professional development and offer useful implications on how to prepare and develop effective and committed teacher educators in Hong Kong and similar educational contexts where teacher education is mainly housed in higher education institutions. Copyright © 2019 Elsevier Ltd. All rights reserved.

This article illustrates the interface of ethnic identities and a multi-ethnic learning environment in a predominantly Chinese society. Hong Kong – whilst reputed as an Asian international city – has displayed reticence in promoting multicultural initiatives and inclusiveness at a policy level. In this context, this study draws on a sociocultural perspective and interviews with a group of ethnic minority Filipino secondary school students. The interview data point to juxtapositions of ethnic identities with reference to students’ interactions with peers from same and different ethnic groups, ethnic in-group practices, and a schooling discourse that reflects Chinese language expectations and recognition of cultural diversity. The analysis, as a result, specifies how schooling experiences in this case become grounds for identity tensions in being a Filipino and a Hong Kong person. These tensions caution against tacit sociocultural relations in learning environments resulting from school-initiated multicultural practices without broader and explicit policy support for culturally diverse student population. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Private tutoring has become a widespread phenomenon worldwide, partly due to the global trend of marketisation and commodification of education. Informed by a discursive view of identity and through multimodal discourse analysis, this study aims to unveil part of the shadow education discourse by investigating the identities of 41 English language tutors portrayed in their biographies on the websites of six leading tutorial schools in Hong Kong. The findings suggest that the tutors project identities as (1) an authoritative exam expert, (2) a popular star, and (3) a well-qualified English language teacher. These multiple identities overlap and collectively create an 'exam expert-star-teacher' hybrid identity. The study sheds light on how implicit values and beliefs about shadow education are created and manifested in educational and social discourses, particularly when biography in tutorial advertisements is a prevailing commercial genre with promotional purposes. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

This chapter observes that branding is a stated strategic priority of four out of seven public universities in Hong Kong. However, the branding activities they propose miss the essence—the alignment of their various identities. By adapting the concept of corporate branding to the analysis of their self-representations in four distinctive types of communication materials (strategic plans, vision and mission statements, student recruitment materials, and press releases), we introduce a new approach to university branding study by examining the content alignment in addition to the content itself. Findings show that while all Hong Kong universities have balanced their self-representations between excellence and uniqueness, new technical universities that openly state branding as a priority show more signs of alignment in the communication materials.

This article reports the results of a case study involving two ethnic Chinese students, one from Malaysia and one from Indonesia, who chose to pursue higher education in Hong Kong. By placing the students at the centre of an investigation of the social, political, economic and educational contexts of their home countries and host territory, the study sought to gain a holistic understanding of cross-border mobility. The findings suggested that the students’ personal backgrounds and dispositions mediated the external push-pull factors involved in their decisions. The data showed that the two students’ cross-border mobility allowed them to redefine their ethnic identities and create global academic and professional identities. The implications of the purposes of cross-border mobility and methods for examining student mobility are discussed.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This article explores the ideological complex in a Hong Kong primary school where a large number of immigrant mainland Chinese students study by examining the interview data from teachers and immigrant students. Drawing on the notions of monoglot ideology and misrecognition, this study indicates that disqualifications of some linguistic resources in the emergent repertoire of their students exist in the primary school as a political and social context dominated by particular language ideologies. This study also explores how the language ideologies of the students are constructed and how the students censor their use of the native language through internalisation of the language attitudes held by the teachers. The findings suggest that a flexible language ideology would help the students value their own language resources and construct a new identity in the new hibitus. It is also suggested that the immigrant students can employ the multilingual practices as a symbolic resource rather than as a disadvantage constructed by the institutional ideologies.
[Copyright of Research Papers in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02671522.2014.970227]

This paper presents initial findings from a project which focuses on the changing masculinities of Chinese primary school men teachers in Hong Kong, which is a stage II of the a project on Contemporary Chinese primary women teachers' experiences of changing femininities. In this paper, four life stories of men teachers, representing two generations of teachers, will be presented. Bhabha's (1994) concept of a "hybrid" or "in-between" culture - such as when a predominantly Chinese society experiences western colonization and continuing changes in public spheres and Giroux's (1992) notion of "border crossing" will be used as the guiding framework for this study. The research uses qualitative interviews in constructing life histories of men teachers. The paper will present snapshots of these four men teachers in the ways they navigate and experience their changing masculinities both in the primary school workplace and at home in their lived experiences. The four stories show a lot of hybridities and border crossing, creating both tensions and integrations for these men teachers. Implications of this study to teacher education and gender equity education will be discussed. This study will raise fundamental issues for teacher education and professional development of teachers in contexts of cultural shift associated with globalisation. It will also have implications for pedagogy for teaching of personal, social, sex and civic education in schools in the various Chinese communities.